We asked an array of people — hiring editors, recent graduates, professors, technologists, deans — to evaluate the job j-schools are doing and to offer ideas for how they might improve. Over the coming days, we’ll be sharing their thoughts with you. Here Geneva Overholser, director of USC Annenberg’s School of Journalism, argues that journalism education must ramp up its engagement with the outside world.
Just after I became director of the USC Annenberg School of Journalism, in a brief speech to the university’s trustees, I mentioned four goals for the school:
All valid enough today, I’d say — but I would add one preeminent, overarching goal: Never forget that journalism is all about the public. We can easily focus on the new technologies, the new social media tools, and the new possibilities for financial support. Yet the far more interesting and promising change is the new way of working with the public to make journalism better than it has ever been — more inclusive, more democratic, and more focused on fostering civic engagement. We may have come to understand that journalism is a civic good, but if that notion is to take hold broadly, journalism must do a better job of showing that it’s true.
Journalism schools can lead this effort. We must send our students into our communities (especially underserved communities) to do journalism that makes a difference. I’d offer Intersections South LA and Two Blocks Around The Park as examples of our work in this regard. We must ensure that they do work of substantial value at home and abroad.
We can also lead by example, in partnerships that show the increasingly important role of collaboration, and help build capacity in news organizations. As legacy media are hollowed out by economic pressures, we need institutions that share some of the characteristics that have made them so essential: substantial resources, good-sized staffs, standing in the community, and access to those in power. Who better fits that profile than journalism schools?
Our role as research institutions, too, is key to journalism’s future. We can support research that strengthens and informs those who are making change and apply our scholarship to the practice ourselves. We can be test beds for best practices and test labs for new technologies. We can bring students from different disciplines together to experiment — say, with mobile projects for nonprofits or mobile apps for news organizations.
Finally, we must change our notion of how, when, where, and with whom we do our work as journalism educators. We’re going to have to do much more customizing. That means straying from our longtime patterns and reaching new people. Think news literacy for non-majors. Refresher courses that give a certificate in web analytics or digital storytelling for professionals who want to retool. Mentoring budding journalists in high schools that have lost their school newspaper. Working with community contributors to strengthen their work in local websites. Or, working in collaboration with the education school to offer refresher courses for journalism teachers looking to keep their credits up.
Just as journalism now understands change as its new reality and embraces flexibility, transparency, collaboration, and entrepreneurial thinking, so must the journalism academy. We should become lively centers of campus — and of community — life. Our students will only benefit from this vibrancy. And our institutions will as well.
If all of this sounds familiar to us news types — disaggregation, people formerly known as the audience now in the game, a continually iffy financial model — well, I’d say that’s an important realization in the world of education. The academy seems well en route toward being among the next to “benefit” from disruptive innovation.
We’ve seen this before. We know the lessons. We journalism schools should be leading the charge — and leading the change — at colleges and universities across the country.
Image by Anna Berthold used under a Creative Commons license.